Presentation by Dr Richard Hall, De Montfort University and Dr Tim Linsey, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of the Mobilsing Remote Student Engagement (MoRSE) project and some of the emerging findings concerning feedback and assessment.
Mobilising Remote Student Engagement: lessons for assessment and feedbackRichard Hall
My preso with Tim Linsey [@timku] on the assessment and feedback outcomes from our JISC curriculum delivery project, Mobilising Remote Student Engagement, for the Higher Education Academy
http://blogs.kingston.ac.uk/morse/2010/05/06/improving-assessment-and-feedback-practices-in-a-technology-enhanced-teaching-and-learning-environment-theory-and-practice-seminar/
This study evaluated the impact of blended learning incorporating video feedback on student performance in a medical laboratory science program. Students were randomly assigned to a video group, who received video recordings of their laboratory skills with expert feedback, or a control group. Results showed that students in the video group had statistically higher practical examination scores and final grades than the control group. The findings suggest students are engaged and motivated by blended learning incorporating video recordings and feedback on hands-on techniques. For academics, developing blended learning programs including virtual materials, videos, and online activities provides an effective way to teach technical skills.
Tech v Trust: scaling simulation for the 21C studentdebbieholley1
Tech v Trust: scaling simulation for 21st C students
Keynote for
4th International Conference on Medical Education Informatics (#MEI2021Conf)
Using technologies to support and enhance our student learning has been deemed a ‘wicked challenge’ by successive Educause ‘New Media Horizons’ reports, in their annual scanning of educational ‘futures’ environments. The challenge is not the technology, nor access to wide range of resources – the challenge is with us as educators stepping up and seeking to implement at scale. Healthcare students have had to overcome the restrictions and implications of Covid-19 with many of their clinical skills moving online, and with limited opportunities to engage with their clinical practice partners. But what are the factors we should be considering when creating authentic learning experiences for our students? Reimaging our teaching practice is a contested area, and this talk will set out some potential responses for building capacity and emphasises the significant ‘trust’ plays in taking our work forward.
This document discusses obstacles to effectively using information and communication technology (ICT) as a teaching and learning tool. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to an absence of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum goals, and lack of proper planning and leadership. Lack of teacher support also hinders effective technology integration due to inadequate teaching conditions, lack of technological skills among teachers, and insufficient accountability measures. The document provides recommendations to address these obstacles, such as developing shared goals, providing teacher support and training, and allowing time for teachers to experiment with technology.
Franco Paoletti discusses integrating technology into instruction through applied projects in a school district. He outlines principles for efficient technology integration, including the five elements of access, connectivity, resources, integration, and guidance. Modern science requires technology like computers for modeling complex systems. Paoletti secured funding through grants for technology projects to build a point-of-service computer system and enhance the science department with multimedia capabilities. Effective technology integration relies on hands-on, problem-based learning and the ASSURE model of analyzing learners and requiring student participation.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
The role of simulation for authentic learning: blending theory and practicedebbieholley1
Debbie Holley discusses using simulation and virtual/augmented reality to create engaging learning experiences for students. She notes that only 20% of students currently have real-life simulation experiences. Holley provides examples of how her university has used VR/AR technologies for nursing, geology and archaeology simulations. However, she acknowledges that digital poverty can impact some students' ability to access such online resources and simulations. Scaling innovations to reach more learners poses additional challenges.
1. The document investigates the possibilities of using podcasting/media casting to enhance education at the British Columbia Institute of Technology (BCIT). It analyzes relevant theoretical models and discusses the results of surveys given to faculty and students.
2. The surveys found that faculty are willing to use podcasting if they have sufficient time and support. Students feel it could add value for topics with a lot of information, as long as it does not replace instructor-student interaction.
3. Topics that could benefit include those with technical jargon, processes, or examples that are difficult for students outside of class. The document recommends prioritizing support and recognition for faculty to encourage innovative use of educational media.
Mobilising Remote Student Engagement: lessons for assessment and feedbackRichard Hall
My preso with Tim Linsey [@timku] on the assessment and feedback outcomes from our JISC curriculum delivery project, Mobilising Remote Student Engagement, for the Higher Education Academy
http://blogs.kingston.ac.uk/morse/2010/05/06/improving-assessment-and-feedback-practices-in-a-technology-enhanced-teaching-and-learning-environment-theory-and-practice-seminar/
This study evaluated the impact of blended learning incorporating video feedback on student performance in a medical laboratory science program. Students were randomly assigned to a video group, who received video recordings of their laboratory skills with expert feedback, or a control group. Results showed that students in the video group had statistically higher practical examination scores and final grades than the control group. The findings suggest students are engaged and motivated by blended learning incorporating video recordings and feedback on hands-on techniques. For academics, developing blended learning programs including virtual materials, videos, and online activities provides an effective way to teach technical skills.
Tech v Trust: scaling simulation for the 21C studentdebbieholley1
Tech v Trust: scaling simulation for 21st C students
Keynote for
4th International Conference on Medical Education Informatics (#MEI2021Conf)
Using technologies to support and enhance our student learning has been deemed a ‘wicked challenge’ by successive Educause ‘New Media Horizons’ reports, in their annual scanning of educational ‘futures’ environments. The challenge is not the technology, nor access to wide range of resources – the challenge is with us as educators stepping up and seeking to implement at scale. Healthcare students have had to overcome the restrictions and implications of Covid-19 with many of their clinical skills moving online, and with limited opportunities to engage with their clinical practice partners. But what are the factors we should be considering when creating authentic learning experiences for our students? Reimaging our teaching practice is a contested area, and this talk will set out some potential responses for building capacity and emphasises the significant ‘trust’ plays in taking our work forward.
This document discusses obstacles to effectively using information and communication technology (ICT) as a teaching and learning tool. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to an absence of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum goals, and lack of proper planning and leadership. Lack of teacher support also hinders effective technology integration due to inadequate teaching conditions, lack of technological skills among teachers, and insufficient accountability measures. The document provides recommendations to address these obstacles, such as developing shared goals, providing teacher support and training, and allowing time for teachers to experiment with technology.
Franco Paoletti discusses integrating technology into instruction through applied projects in a school district. He outlines principles for efficient technology integration, including the five elements of access, connectivity, resources, integration, and guidance. Modern science requires technology like computers for modeling complex systems. Paoletti secured funding through grants for technology projects to build a point-of-service computer system and enhance the science department with multimedia capabilities. Effective technology integration relies on hands-on, problem-based learning and the ASSURE model of analyzing learners and requiring student participation.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
The role of simulation for authentic learning: blending theory and practicedebbieholley1
Debbie Holley discusses using simulation and virtual/augmented reality to create engaging learning experiences for students. She notes that only 20% of students currently have real-life simulation experiences. Holley provides examples of how her university has used VR/AR technologies for nursing, geology and archaeology simulations. However, she acknowledges that digital poverty can impact some students' ability to access such online resources and simulations. Scaling innovations to reach more learners poses additional challenges.
1. The document investigates the possibilities of using podcasting/media casting to enhance education at the British Columbia Institute of Technology (BCIT). It analyzes relevant theoretical models and discusses the results of surveys given to faculty and students.
2. The surveys found that faculty are willing to use podcasting if they have sufficient time and support. Students feel it could add value for topics with a lot of information, as long as it does not replace instructor-student interaction.
3. Topics that could benefit include those with technical jargon, processes, or examples that are difficult for students outside of class. The document recommends prioritizing support and recognition for faculty to encourage innovative use of educational media.
Uo W – 25th Annual Distance Learning ConferenceGary Marrer
Gary Marrer presented at the 25th Annual Distance Teaching and Learning Conference on assessing the effectiveness and efficiency of mobile teaching and learning. He discussed various methodologies for assessing mobile learning, including traditional assessment techniques as well as newer measures like tracking student retention and skills development. Marrer also reviewed examples of empirical research on mobile learning and frameworks for evaluating mobile learning at the micro, meso, and macro levels. He emphasized that assessing mobile learning effectiveness is still a work in progress due to the newness of the technology.
This document discusses different approaches schools take to technology integration, including immersive approaches where every student has a laptop and more traditional minimal use of technology. Research on immersive "one-to-one" programs show mixed results, with some positive effects but also implementation challenges. Proper professional development, technical support, and using technology to reduce costs may help immersive programs succeed. The author ultimately argues schools should immerse students in technology to prepare them for their futures.
Integrating educational technology into teachingArtfulArtsyAmy
This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).
The document recommends spending on instructional technology to improve student outcomes. It argues that technology allows for more interactive teaching, better prepares students for their careers, and helps close achievement gaps. When used effectively by trained teachers, technology can boost test scores, engage students in their learning, and develop higher-order thinking skills. However, the most important factor is teacher efficacy; simply giving teachers technology without proper training may not improve learning. The recommendation is for ongoing, supported professional development to help teachers learn how to design interactive lessons that meet standards through technology integration.
This document discusses how instructional technology has changed teaching and learning in colleges and universities. It notes that today's students are accustomed to using technology and expect it to be incorporated into their education. While technology can enhance learning when used effectively, simply adding technology does not guarantee improved outcomes. The document advocates applying principles of good teaching practice and using technology to support student-faculty interaction, collaboration, and active learning.
One strategy to utilise material from a comprehensive indexed digital case ba...Poh-Sun Goh
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
further reading
http://www.ncbi.nlm.nih.gov/pubmed/26558420
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach.
2015 Nov 11:1-2. [Epub ahead of print] PubMed PMID: 26558420.
see also
http://www.slideshare.net/dnrgohps/practical-tips-in-formulating-an-e-learning-strategy-and-developing-an-elearning-program-54045074
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
The document discusses best practices for using educational media or "media casting" in post-secondary education based on surveys of faculty and students at BCIT. It defines media casting and discusses relevant diffusion of innovation theories. Surveys found that while most faculty and students knew what podcasting was, few students utilized podcasts on mobile devices as originally intended. Students found lecture summaries, exam study aids, and video demonstrations to be the most valuable types of media casts. The recommendations emphasize supporting faculty innovation through release time and recognition and focusing on short supplemental media pieces to augment instruction rather than replacing face-to-face time.
Kingsley Osamede Omorogiuwa:Student Learning Assessment in Open and Distance ...Mail.cz Group a.s.
This document discusses student learning assessment in open and distance learning programs and the associated quality assurance concerns. It notes that while e-learning technologies have advanced open and distance learning by allowing flexible delivery of content, online assessment poses challenges like cheating and plagiarism. The document examines problems like students getting test answers in advance, unfairly retaking tests, and receiving unauthorized help. It proposes addressing these by using formative assessments to facilitate learning rather than for grading, allowing multiple attempts at summative assessments, and proctoring high-stakes exams. While e-learning aids teaching, traditional exam procedures better ensure assessment quality and certification worthiness.
This slides talk about distance education , different between distance education and distance learning and examples of old and new technology which used in distance education.
This document outlines the innovation-decision process for adopting mobile learning at a high school. It discusses exposing faculty and students to mobile learning through training, workshops, and pilot programs. It details implementing a pilot program using iPads and smartphones in physics and finance classes. Surveys were conducted and the administration proposed expanding mobile learning by adding more devices and labs based on positive feedback from the pilot.
Problems and issues in distance education by Sajjad Awan PhD Scholar TE DTSC ...Malik Sajjad Ahmad Awan
Sajjad Awan, a PhD scholar at DTSC Khushab, presented on problems and issues in distance education. He defined problems as difficult things requiring solutions and issues as points of debate. Some key problems discussed included concerns over instruction quality, cost effectiveness, misuse of technology, equipment problems, and instructor and student attitudes. Issues included lack of technological literacy, challenges with program evaluation and accreditation, focusing too much on technology over content, alienating instructors, difficulties with non-native language instruction, lack of institutional support, regional focus issues, and copyright concerns. The presentation aimed to explain these challenges to improve distance education.
The document discusses media casting at BCIT and defines it as delivering audio/video content over the internet through subscription. It summarizes surveys of faculty and students on their use and perceptions of educational media casting. The surveys found that while most knew what podcasting was, few utilized media casting currently but saw value in supplementary materials. It provides recommendations for BCIT and faculty to encourage innovative use of media casting by focusing on short supplemental materials and providing support throughout the process.
This document discusses e-content development and m-learning. It begins by defining e-content as the academic content and knowledge delivered to learners through electronic means such as text, audio, video, etc. It then discusses how e-content development has become a lucrative field with many companies creating online courses. It also discusses how subject matter experts help create stimulating content. The document then discusses m-learning (mobile learning) which allows learning through mobile devices anywhere. It lists the benefits of m-learning such as accessibility and portability. Finally, it provides tips for effective content development and language style.
The document summarizes several studies on the impact of technology on student learning and success. The CARET study found that increased computer-assisted instruction can positively influence student outcomes in areas like achievement, problem-solving, and career preparation. The Pitler study implied that technology can boost student engagement and support more student-centered learning when integrated into the classroom by educators. A study by Turner et al. showed that widespread wireless internet on college campuses provides students flexibility of time and location for study, as well as better collaboration and communication.
The document summarizes a study on the domestication of e-learning in higher education institutions in South Africa. It finds that while institutions have acquired new e-learning technologies, few lecturers have fully incorporated them into their teaching. Barriers to domestication included a lack of input in technology decisions, inadequate training on pedagogical uses of technology, and low digital self-efficacy among some lecturers. The study used interviews and domestication theory to understand how lecturers encounter and integrate e-learning platforms in their work.
This document introduces Baby Eckert and her parents. It describes how the parents met and fell in love, adopted a puppy named Lacey, and were excited to find out they were expecting a baby. As the mother's pregnancy progresses over 20 weeks, updates are provided on the growing baby belly and excitement to learn the baby's gender, which is revealed to be a girl. More updates on the family are promised in upcoming weeks.
Mature - a dynamic perspective on ontologiesSimone Braun
1) The document discusses the MATURE project, which aims to support continuous social learning in knowledge networks through a bottom-up knowledge maturing process.
2) The knowledge maturing process model involves individuals developing new ideas that are then exchanged and discussed to develop a common terminology, which are then structured into documents and learning objects to disseminate knowledge more broadly.
3) The MATURE project seeks to reduce barriers to participation and knowledge sharing by providing tools and services in personal and organizational learning environments to support the collaborative and active knowledge maturing process.
Este documento presenta un plan de negocios para una empresa de turismo accesible llamada Sommio. El plan describe los segmentos de clientes objetivo, la propuesta de valor centrada en rutas guiadas accesibles, los canales de comercialización y comunicación, las estrategias de relación con el cliente, las actividades clave, los recursos necesarios, los socios estratégicos, los costes y flujos de ingresos. El objetivo es ofrecer servicios de turismo adaptados a personas con discapacidades y de edad avanzada.
Uo W – 25th Annual Distance Learning ConferenceGary Marrer
Gary Marrer presented at the 25th Annual Distance Teaching and Learning Conference on assessing the effectiveness and efficiency of mobile teaching and learning. He discussed various methodologies for assessing mobile learning, including traditional assessment techniques as well as newer measures like tracking student retention and skills development. Marrer also reviewed examples of empirical research on mobile learning and frameworks for evaluating mobile learning at the micro, meso, and macro levels. He emphasized that assessing mobile learning effectiveness is still a work in progress due to the newness of the technology.
This document discusses different approaches schools take to technology integration, including immersive approaches where every student has a laptop and more traditional minimal use of technology. Research on immersive "one-to-one" programs show mixed results, with some positive effects but also implementation challenges. Proper professional development, technical support, and using technology to reduce costs may help immersive programs succeed. The author ultimately argues schools should immerse students in technology to prepare them for their futures.
Integrating educational technology into teachingArtfulArtsyAmy
This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).
The document recommends spending on instructional technology to improve student outcomes. It argues that technology allows for more interactive teaching, better prepares students for their careers, and helps close achievement gaps. When used effectively by trained teachers, technology can boost test scores, engage students in their learning, and develop higher-order thinking skills. However, the most important factor is teacher efficacy; simply giving teachers technology without proper training may not improve learning. The recommendation is for ongoing, supported professional development to help teachers learn how to design interactive lessons that meet standards through technology integration.
This document discusses how instructional technology has changed teaching and learning in colleges and universities. It notes that today's students are accustomed to using technology and expect it to be incorporated into their education. While technology can enhance learning when used effectively, simply adding technology does not guarantee improved outcomes. The document advocates applying principles of good teaching practice and using technology to support student-faculty interaction, collaboration, and active learning.
One strategy to utilise material from a comprehensive indexed digital case ba...Poh-Sun Goh
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
further reading
http://www.ncbi.nlm.nih.gov/pubmed/26558420
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach.
2015 Nov 11:1-2. [Epub ahead of print] PubMed PMID: 26558420.
see also
http://www.slideshare.net/dnrgohps/practical-tips-in-formulating-an-e-learning-strategy-and-developing-an-elearning-program-54045074
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
The document discusses best practices for using educational media or "media casting" in post-secondary education based on surveys of faculty and students at BCIT. It defines media casting and discusses relevant diffusion of innovation theories. Surveys found that while most faculty and students knew what podcasting was, few students utilized podcasts on mobile devices as originally intended. Students found lecture summaries, exam study aids, and video demonstrations to be the most valuable types of media casts. The recommendations emphasize supporting faculty innovation through release time and recognition and focusing on short supplemental media pieces to augment instruction rather than replacing face-to-face time.
Kingsley Osamede Omorogiuwa:Student Learning Assessment in Open and Distance ...Mail.cz Group a.s.
This document discusses student learning assessment in open and distance learning programs and the associated quality assurance concerns. It notes that while e-learning technologies have advanced open and distance learning by allowing flexible delivery of content, online assessment poses challenges like cheating and plagiarism. The document examines problems like students getting test answers in advance, unfairly retaking tests, and receiving unauthorized help. It proposes addressing these by using formative assessments to facilitate learning rather than for grading, allowing multiple attempts at summative assessments, and proctoring high-stakes exams. While e-learning aids teaching, traditional exam procedures better ensure assessment quality and certification worthiness.
This slides talk about distance education , different between distance education and distance learning and examples of old and new technology which used in distance education.
This document outlines the innovation-decision process for adopting mobile learning at a high school. It discusses exposing faculty and students to mobile learning through training, workshops, and pilot programs. It details implementing a pilot program using iPads and smartphones in physics and finance classes. Surveys were conducted and the administration proposed expanding mobile learning by adding more devices and labs based on positive feedback from the pilot.
Problems and issues in distance education by Sajjad Awan PhD Scholar TE DTSC ...Malik Sajjad Ahmad Awan
Sajjad Awan, a PhD scholar at DTSC Khushab, presented on problems and issues in distance education. He defined problems as difficult things requiring solutions and issues as points of debate. Some key problems discussed included concerns over instruction quality, cost effectiveness, misuse of technology, equipment problems, and instructor and student attitudes. Issues included lack of technological literacy, challenges with program evaluation and accreditation, focusing too much on technology over content, alienating instructors, difficulties with non-native language instruction, lack of institutional support, regional focus issues, and copyright concerns. The presentation aimed to explain these challenges to improve distance education.
The document discusses media casting at BCIT and defines it as delivering audio/video content over the internet through subscription. It summarizes surveys of faculty and students on their use and perceptions of educational media casting. The surveys found that while most knew what podcasting was, few utilized media casting currently but saw value in supplementary materials. It provides recommendations for BCIT and faculty to encourage innovative use of media casting by focusing on short supplemental materials and providing support throughout the process.
This document discusses e-content development and m-learning. It begins by defining e-content as the academic content and knowledge delivered to learners through electronic means such as text, audio, video, etc. It then discusses how e-content development has become a lucrative field with many companies creating online courses. It also discusses how subject matter experts help create stimulating content. The document then discusses m-learning (mobile learning) which allows learning through mobile devices anywhere. It lists the benefits of m-learning such as accessibility and portability. Finally, it provides tips for effective content development and language style.
The document summarizes several studies on the impact of technology on student learning and success. The CARET study found that increased computer-assisted instruction can positively influence student outcomes in areas like achievement, problem-solving, and career preparation. The Pitler study implied that technology can boost student engagement and support more student-centered learning when integrated into the classroom by educators. A study by Turner et al. showed that widespread wireless internet on college campuses provides students flexibility of time and location for study, as well as better collaboration and communication.
The document summarizes a study on the domestication of e-learning in higher education institutions in South Africa. It finds that while institutions have acquired new e-learning technologies, few lecturers have fully incorporated them into their teaching. Barriers to domestication included a lack of input in technology decisions, inadequate training on pedagogical uses of technology, and low digital self-efficacy among some lecturers. The study used interviews and domestication theory to understand how lecturers encounter and integrate e-learning platforms in their work.
This document introduces Baby Eckert and her parents. It describes how the parents met and fell in love, adopted a puppy named Lacey, and were excited to find out they were expecting a baby. As the mother's pregnancy progresses over 20 weeks, updates are provided on the growing baby belly and excitement to learn the baby's gender, which is revealed to be a girl. More updates on the family are promised in upcoming weeks.
Mature - a dynamic perspective on ontologiesSimone Braun
1) The document discusses the MATURE project, which aims to support continuous social learning in knowledge networks through a bottom-up knowledge maturing process.
2) The knowledge maturing process model involves individuals developing new ideas that are then exchanged and discussed to develop a common terminology, which are then structured into documents and learning objects to disseminate knowledge more broadly.
3) The MATURE project seeks to reduce barriers to participation and knowledge sharing by providing tools and services in personal and organizational learning environments to support the collaborative and active knowledge maturing process.
Este documento presenta un plan de negocios para una empresa de turismo accesible llamada Sommio. El plan describe los segmentos de clientes objetivo, la propuesta de valor centrada en rutas guiadas accesibles, los canales de comercialización y comunicación, las estrategias de relación con el cliente, las actividades clave, los recursos necesarios, los socios estratégicos, los costes y flujos de ingresos. El objetivo es ofrecer servicios de turismo adaptados a personas con discapacidades y de edad avanzada.
This study examined how students' adoption of mobile learning is affected by their university's approach, whether it uses bring-your-own-device (BYOD) or prescribes technology. The study provided students loaned tablets to use for learning activities and found that students used both their personal and loaned devices simultaneously and complementarily. While most students did not think they learned new skills, many commented that the prescribed device improved their typing speed, multi-tasking, productivity and time management. The study concluded that guidance on device use and ensuring technology is fit for learning tasks can help leverage mobile learning, regardless of the institutional approach.
Building on MoRSE: Enhancing Learning in the fieldMorse Project
1. The document discusses the MoRSE project which aims to enhance student learning during field trips through the use of mobile and personal technologies.
2. A pilot study was conducted where students used technologies like text messaging, photo sharing, and GPS on geography field trips. Students reported the technologies made the trips more enjoyable and improved their motivation and understanding.
3. Further developments included appointing student mentors, creating guides for using technologies, and collecting multimedia resources from fieldtrips to share with students and staff. Observations found students comfortable using personal technologies over dedicated ones.
Enabling and enhancing student learning and support through technologyJisc
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler.
In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.
1. The document investigates the possibilities of using podcasting/media casting to enhance education at the British Columbia Institute of Technology (BCIT). It examines theoretical models of diffusion of innovation and conditions for implementation of new technologies.
2. Surveys of faculty and students at BCIT found that faculty perceive time as the biggest barrier to using media casting, while students value lecture reviews and exam study aids. Students want media casting to augment rather than replace in-person instruction.
3. Topics that could benefit most from media casting according to students are those with heavy information loads like business systems, clinical techniques, and sciences. Short succinct "bites" of media are recommended to augment instruction effectively.
Use of Traditional Teaching Methods and Multimedia Techniques in Classroom Te...IRJET Journal
This document discusses using traditional teaching methods versus multimedia techniques in the classroom. It begins by outlining the need to engage students while delivering necessary knowledge to improve learning. Technology offers tools like computers, the internet, and videos that can be used. The study aims to determine how learners' performance is affected by multimedia-supported education compared to traditional teaching methods. It hypothesizes that there will be no significant difference in academic achievement in biology for underachieving students between the two approaches. The methodology will involve an experiment to test this.
Melbourne Polytechnic presentation Neil MorrisNeil Morris
Using blended learning to enhance learning, engagement and outcomes
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Melbourne Polytechnic, Melbourne, June 2022
A Study on Impact of Multimedia Approach Teaching –Learning ProcessIRJET Journal
This study examined the impact of using multimedia approaches in teaching and learning biology compared to traditional teaching methods. Students were assigned to either an experimental group that was taught using multimedia technologies or a control group that used traditional teaching only. Both groups took a pre-test and post-test on biology topics. The results found no significant difference between the groups on the pre-test, but the experimental multimedia group performed significantly better on the post-test, indicating that multimedia approaches can improve student academic achievement when learning biology. The study concluded that integrating multimedia elements like audio, video and animations into lessons helps students learn and understand biology concepts better than solely traditional methods.
And One Device Will Rule Them All: Make Way for Mobile Technologiescleibige
This document discusses the past, present, and future of mobile computing and its applications in libraries and healthcare. It summarizes research on mobile initiatives, recommendations for effective implementation, and principles for mobile learning design. Key lessons highlighted are the importance of focusing on pedagogy over technology, avoiding top-down mandates, allowing experimentation, and not relying on a single device platform.
- The document discusses a project between Kingston University and De Montfort University to develop mobile and personal technologies to support student learning during field trips and work placements.
- Pilot activities involved students using GPS units, cameras, and social media tools like blogs and Twitter to document their experiences and enhance collaboration.
- Evaluations found that over 75% of students felt the technologies made fieldtrips more enjoyable and positively impacted their motivation and understanding. However, staff adoption of these technologies in their teaching was more limited.
- Developments in 2011 included updated student guides, appointing a student mentor, and creating new video guides for staff on integrating technologies.
The document discusses various methods for evaluating mobile learning. It describes studies that have evaluated the effectiveness of mobile technologies for classroom response systems, group learning, simulations, and connecting formal and informal learning. It notes challenges in evaluating mobile learning given its mobile, distributed, informal, and extended nature. The document then provides details on evaluation methods for usability, usefulness, attitudes, and case studies that have utilized questionnaires, interviews, observations, logbooks, and video recordings.
This document discusses research being conducted as part of the MLEARN project, which is exploring mobile learning practices and teacher training in four European countries. The research aims to inform the development of a teacher training program on using mobile technologies in pedagogically appropriate ways. Initial research included analyzing the contextual backgrounds and training needs of teachers involved in the pilot. The training program will focus on developing teachers' technological, content, and pedagogical knowledge for using mobile devices. Research will continue to gather outcomes from teachers and students using mobile devices in classrooms after receiving training.
CoMo: Supporting collaborative groupwork using mobile phones in distant educa...niall
The CoMo project used mobile phones to support collaborative group work for distance learning students at the Royal Veterinary College. Students used their phones to capture photos of clinical cases, share them with peers and tutors, and document case progression over time. This helped support knowledge construction and provided tutors insight into what students were focusing on. Future research could explore more effective pedagogical designs for mobile learning and how multiple contexts can be supported through location-based tools and lightweight social interactions.
Slides from the presentation given by
Andrew Agapiou (University of Strathclyde) at the Open Educational Resources in the disciplines: a joint conference in October 2010.
Developing confidence in the use of digital toolsCraig Wakefield
This document summarizes a study conducted by Dr S.L. Greener and C. Wakefield on developing teacher confidence in using digital tools. The study had three stages: 1) providing teachers with tablets to encourage digital tool use and surveying student views, 2) surveying teacher digital engagement and views of tablets, and 3) interviewing teachers. The major barrier found was helping teachers understand the pedagogical reasons for using mobile technologies, beyond just enthusiasm. Future work should focus on rationalizing mobile learning tools and providing support to make the pedagogical case for their use.
This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas ...randypacifico84
Distance education provides flexibility for students and increased access to learning opportunities. It uses both synchronous technologies like videoconferencing and asynchronous technologies like message boards. There are benefits to both students and institutions, but distance education also faces challenges like social isolation and ensuring academic integrity.
Mobilising Remote Student Engagement: Lessons Learned from the FieldMorse Project
The document summarizes a project that studied the use of mobile and personal technologies to support remote student engagement during field trips. It discusses how tools like cameras, audio recorders, and GPS were used to capture primary data in the field. Students could then analyze and share this data with peers in real-time through tools like Flickr, blogs, and live tracking maps. The project found that technologies enhanced learning by allowing immediate analysis and collaboration, but that support and ground rules are needed to effectively integrate technologies into fieldwork assessments.
Mobilising Remote Student Engagement: Lessons Learned from the FieldMorse Project
JISC funded Mobilising Remote Student Engagement Project (MoRSE). A collaborative project between Kingston University and De Montfort University.
http://morse.ac.uk
This document outlines notes from workshops on improving assessment and feedback practices using technology. Key topics discussed included ensuring all students have access to necessary technologies; addressing issues around staff skills, time, and policies for adopting new technologies; using technologies like podcasts, wikis, and mobile devices in appropriate contexts; providing audio feedback on assessments; and ensuring core curriculum elements are managed by the higher education institution while allowing flexibility in technologies used. Participants debated questions around the role of technology in achieving curriculum goals and disciplinary skills.
Workshop by Dr Tim Linsey, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
MoRSE Project - Emerging Feedback and Assessment IssuesMorse Project
Presentation by Dr Richard Hall, De Montfort University and Dr Tim Linsey, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of the Mobilsing Remote Student Engagement (MoRSE) project and some of the emerging findings concerning feedback and assessment.
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Educational Use of Mobile Technologies: A review of the literatureMorse Project
A MoRSE (morse.ac.uk) project presentation by Dr Ann Ooms and Dr Stuart Downward. The paper presents an overview of literature concerning the use of mobile technologies on geography fieldwork.
Presentation by Dr Ann Ooms to the 'Mobilising Remote Student Engagement (MoRSE)' Project board (17th July 2009) providing preliminary data from the baseline study and from pilot field trips.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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12. Live Tracking (Instamapper) http://www.instamapper.com/trk?key=2642287017959854978 Altitude Speed Bearing 18/10/2009 12:37 N 50.69961° W 1.09922° 35 0 0 18/10/2009 12:38 N 50.69965° W 1.09904° 49 0 129 18/10/2009 12:39 N 50.69967° W 1.09905° 51 0 49 18/10/2009 12:39 N 50.69922° W 1.09888° 52 6 167 18/10/2009 12:40 N 50.69877° W 1.09872° 51 5 165 18/10/2009 12:40 N 50.69830° W 1.09860° 46 5 173
This is a joint project between Kingston University and De Montfort University Builds on two earlier HE Academy funded projects: Rapid Reaction and Response (R3) at KU focussing on mobile classroom technologies Web 2.0 tools and approaches at DMU to develop institutional knowledge and understanding of these tools and environments and associated professional development.
The School of Geography, Geology and the Environment (GGE) at Kingston University run a series of fieldstrips, both nationally and internationally throughout the year. The project focusses on fieldtrips attended by students studying on both the GIS and Geography Degree programmes.
Student groups are often distributed across a field area and traditionally may have limited interaction with other groups. However each group may be investigating components of a complex investigation where real-time / near real-time collaboration / information exchange may enhance understanding and problem solving.
A number of tools were trialled that could be used to promote sharing, collaboration and support. The tools that were used were freely available and could be used in conjunction with mobile phones and other personal technologies. Specialist ‘GIS Industry’ mobile technologies - ArcPAD from ESRI enabling geographical data to be displayed, edited and shared using handheld mobile devices. One of the reasons for using the selected software was because it provided students with exposure to those technologies used by industry, it provided a good range of dedicated tools, and the software is similar in look and feel to the desktop ArcGIS environment that the students are familiar with. Students used the tools to map land use change on Malta. Aspects of this activity could be implemented using openly available Web 2.0 technologies and other Open source environments e.g. Google, Instamapper and OpenStreetMaps. Geo-coded micro-blogging – Students were encouraged to include a geographical reference within Twitter postings. Dr J. O’Brien devloped an application to extract the geog. Reference from twitter postings with specific hashtags and then map the location. Live video – Qik.com was used to enable live video streams to be broadcast from mobile phones.
Students were asked to photograph specific features of interest in the field and upload them to the photograph sharing site Flickr. This can be done using a mobile phone camera and then emailing the image to the Flickr server. Using the dedicated Flickr application that can be downloaded onto specific mobile phones allowed a grid reference, tags, and a description to be added to photographs. These photographs could be available on Flickr within minutes of being taken with other students then having the ability to add further comments. A RSS feed was made available using specific tags which fed the photographs into the VLE and allowed students to pull them into their PLE.
Live tracking using a mobile phone with integrated GPS. The Instamapper mobile phone application was used which broadcasts a geographical reference (in addition to altitude, speed and bearing) at a given time interval which can be fed to a public website. to: - enable students back at the institution tThe track is also recorded and can be exported and displayed via Google maps. This facility could be used o access relevant resources / real-time databases / perform analyses relevant to the location and feedback to the field group confirm sampling strategies / geographical gaps in data collection. The link provided is one of the interactive tracks recorded on The Duver as part of the Isle of Wight field trip.
The aim of the MoRSE project for the Pharmaceutical & Cosmetic Science degree, during the 2009-10 and 2010-11 academic sessions, is to pilot and develop the learning experience of placement students using a variety of web-based and remote technologies. The emphasis is on the students’ learning experience rather than the technology itself, so the various tasks outlined below can be achieved by alternate means. A series of introductory workshops was run by members of the MoRSE project team at DMU for the students who would be going out on placement in 2009-10, as well as students returning from their placement during 2008-9. These sessions established the students' expectations of placement learning and support, and their capabilities and limitations with regard to the various technologies available. In addition, the whole of the second and final years of the course were surveyed about their use of technology. Five academic staff and two staff from the Faculty of Health and Life Sciences' Placement Unit are supporting eight students from the Pharmaceutical and Cosmetic Sciences course at DMU who are now on Placement in a range of settings. The students and the academic supervisors have been engaged in training on a range of read/write web tools to support reflection in practice. Academic staff have also been involved in development sessions, in order to focus their support for students around the use of multimedia, blogs and wikis to support reflection on placement.
After long discussion about technologies to support placements, Blackboard was chosen as a repository and as a space for a personal blog and shared wiki, for task-work because it was secure and familiar to students and staff. Students articulated that using Blackboard was crucial as it helped anchor them back in the University after being away for a year. Context and scaffolding the experience is the key determinant of which technologies to use. Prospective placement students argued for a structured academic experience on placement with clear communication, in order to help them understand the placement experience, and not feel lost. It would be useful to see the previous experiences of others. Returners concurred stating that the use of Blackboard was important as that was the tool they used before and after they went into industry. It helped maintain links with DMU. Prospective placement students were concerned about using tools, e.g. producing podcasts, for the sake of it, whether this would be more work than was unnecessary. Writing and the use of diaries was seen to be the main form of academic communication. All students were concerned to keep social and academic tools separate. Email and blogging and wikis within Blackboard, were seen as academic, Facebook and SMS as social. Synchronous classes were seen as critical for socialisation and reflection. Pre-work with all staff and students is critical before the start of the placement, in terms of the tools to be used, the activities to be undertaken, and the ground rules for collaboration at a distance. Returning placement students highlighted the impact of personalised technologies and tools on their experience, although these were used outside the work setting. They also highlighted the positive impact of social networks and socialisation on their experience in a company.
Returning placement students felt the change from reports to a portfolio, linked to specific, regular tasks, would enable students to look back on what they had achieved and experienced, and would stop students who have so much to do on placement, putting back their reporting deadlines. Returning placement students highlighted the importance of structured reflection and task-work, and the value of a UCPD approach. Returning placement students suggested that using returners as mentors in induction for new or prospective placement students would be useful. This would then help anchor them back in the University after being away for a year. Returning placement students highlighted the importance of face-to-face visits once or twice a year back at university to share experiences, and maintain links. They also argued for contact mechanisms for academic work and for sharing our experiences in the company.
Staff were concerned about increased workload, especially around feedback and assessment of the UCPD. However, they see the value of enhanced communication. They also reported that companies wanted to know how the placement experience could be improved.
It is seen as important for industrial supervisors to be involved in feedback using some technologies that can be shared by individual students and their academic tutor and industrial supervisor. It is important for industrial supervisors to listen to issues in context, and for the students to make suggestions in confidence. Tasks and tools need to be as low-cost as possible in terms of time, but also need to facilitate reflection on and analysis of the impact of the placement on the student and their research. Industrial supervisors also felt that identifying what was surprising and original in the placement experience is important. For sharing, a newsletter style was seen to be important. However, there is a risk that public social tools like wikis might threaten confidentiality and the business strategy.
Returning placement students highlighted the importance of structured reflection and task-work, and the value of a UCPD approach. The different start-times of students on placements in different locations has practical implications for shared working or networking. The delivery team need to evaluate how this impacts the collaborative activities, and future structuring of placements. This only emerged during the development of the UCPD in work-based learning. Work has started on developing a University Certificate in Professional Development (work-based learning), in order that the students receive extra credit for the Placement (60 credits at Level 4). Thirty credits will be assessed via a report, which was the previous model for evaluating performance on placement. However, 30 credits will now be based around a series of monthly, reflective tasks. This new curriculum is being mapped on-line, although it should be noted that the different start-times of students in different locations has practical implications for shared working or networking. Two major categories of learning task are proposed: ‘private’ activities, where the student’s work is only available to the academic, and where necessary industrial, supervisors; and ‘public’ activities where postings are available for all students to view and comment on. There will be two main channels for the student: private blog – visible to the student and academic supervisor only, but can be accessed by other members of the academic team or the industrial supervisor; public wiki for sharing, comment and critique of experiences. While initial postings are likely to be text-based, video and audio postings will be encouraged, especially as the staff and students become more familiar with this mode of communication and the underlying technologies. The intention is to share these products with students who are considering placements next session, and it is proposed that a real-time or face-to-face meeting is held in January between current and future placement students. The general activity structure is for the task in odd-numbered months to be a specific update on the student’s placement progress and should develop into a dialogue between the student and the academic supervisor where reflection on placement learning should be developed. The even numbered months will be collaborative tasks to build up a general collection of information about the placements and a series of impressions about the whole experience of moving to a new place to start work in a different environment.